Planning lessons and courses
- 1. Docente: Dra. Eva Aida Ponce Vega Arequipa - 2015 UNIVERSIDAD NACIONAL DE SAN AGUSTIN DE AREQUIPA PLANNING LESSONS AND COURSES FACULTAD DE CIENCIAS DE LA EDUCACIÓN SEGUNDA ESPECIALIDAD EN DIDÁCTICA DEL INGLÉS COMO LENGUA EXTRANJERA
- 2. What is curriculum? What is syllabus?
- 3. The course rationale Who is this for? What is the course about? What kindof teaching and learning will take place in the course?
- 4. DESCRIBING THE ENTRY AND EXIT LEVEL To plan a language course An approach is used in language program planning to identify different levels of performance. Language program and Commercial materials
- 5. CHOOSING COURSE CONTEN •To develop to address a specific set of needs. •To cover a given set of objectives.
- 6. Simple and complex Chronology Need Prerequisite learning Whole to part or part to whole Spiaral sequencing DETERMINING THE SCOPE AND SEQUENCE
- 7. PLANNING THE COURSE STRUCTURE Two aspects of the process: – Selection a Syllables Framework Major element The basis for course focus The basis for course content – Developing Instructional Blocks The process used to make decisions about content Self-contained learning sequence
- 9. GRAMMATICAL SYLLABUS • IT IS BASED ON GRAMMAR • FOR PLANING A GENERAL COURSE • FOR BEGINNING LEVEL • REMAINS A CORE COMPONENTS
- 10. LEXICAL SYLLABUS • TARGET VOCABULARY Elementary level: 1000 words Intermediate level: an additional 2000 words Upper intermediate level: an additional 2000 words Advanced level: an additional 2000+words
- 11. Communicative function Comunivative competence FUNCTIONAL SYLLABUS ADVANTAGE Comprehensive view Can readily be liked Framework DISADVANTAGE No clear criteria Simplistic view of CC Atomistic approach Lead to a phrase-book Considerable gaps in G-C
- 12. SITUATIONAL SYLLABUS • Languge needed • Identify the real situation ADVANTEGE Use in different situation Specific situation Phrase-book Gaps
- 13. TOPICAL OR CONTENT-BASED SYLLABUS • Themes, or other units of content Advandage: • Comprehension • Meaningful • Skill areas • Students’ needs • Integration four skills • Authentic materials
- 14. COMPETENCY-BASED SYLLABUS • Competencies learners • To specific situations and activities • Skills, knowladge, and attitudes • Particular tasks ans activities
- 15. SKILLS SYLLABUS • Different underlying abilities • Basic reference skills • Identify the microskills underlying the use of the four macroskills of listening, speaking, reading, & writing The advantages of skills-based syllabuses: Behavior / performance Skills teachable and learnable units →provide a practical framework for designing courses and teaching materials
- 16. TASK BASED SYLLABUS • Tasks and activities Examples: a) finding a solution to a puzzle b) reading a map and giving directions c) reading a set of instruments and assembling a toy
- 17. AN INTEGRATES SYLLABUS • Syllabus framework • Teching • Macrolevel and microlevel
- 19. •MODULES This is a self-contained and independent learning sequence. •UNITS Length Development Coherence Pacing Outcome
- 20. PREPARING THE SCOPE AND SEQUENCE PLAN A listing of the module/ unit Contents An indication of how much teaching time